This study aimed to teach two students with autism spectrum disorders (ASD) to check the spelling of words using the spell-check function on common word processor programs. A multiple-baseline across participants design with baseline, video modeling, and follow-up phases was implemented. During baseline, the participants performed less than 40% of the task-analyzed steps correctly. When the video modeling intervention was introduced via an iPad[R], both participants reached the 76-100% correct level on the task analysis and became more successful in using the word processor programs to check the spelling of words. Follow-up data showed 100% correct performance by both participants. The results suggest that the video modeling intervention, delivered via an iPad[R], was effective in teaching two adolescents with ASD to check the spelling of words using common word processing programs. (Contains 2 tables and 1 figure.)